ODHE and ODE produced guidance with the

Reading Core standards, but those are not specifically referenced in the current law.  Currently, the lack of specificity in the law most likely makes any other coursework requirements, other than phonics, difficult to enforce. For example, the only thing noted as a requirement, aside from the specifics on phonics, is “training in a range of instructional strategies for teaching reading, in the assessment of reading skills, and in the diagnosis and remediation of reading difficulties.” This broad definition leaves wide latitude for programs to provide instruction on content not aligned with research-based practices.

The foregoing analysis shows that

Teacher prep programs in the Buckeye State Sweden WhatsApp Number generally comply with this requirement. And dedicate sufficient time to phonics, with 80 percent of programs. meeting expectations on the phonics component in the NCTQ analysis. While the law is vague. Regarding what else should be covered in the “teaching of reading,” the Ohio Department of Higher Education in collaboration with the Ohio Department of Education assembled a panel of literacy faculty to develop standards, known as the Reading Core Standards, to guide professors who are preparing candidates with the necessary knowledge and skills. Recommendations: Expand the depth of program reviews, specifically to inspect the alignment with scientifically based reading instruction. ODHE should deepen its program review process for reading instruction.

For example,

 

Sweden WhatsApp Number

 

The state should require that the program approval Afghanistan Phone Number List process involve a. Review of syllabi by reading experts in order to examine the alignment. Of content and ensure aspiring teachers have opportunities to practice their skills. The state should also strengthen the approval process by including trained reading experts on the site visits. Other states conduct detailed site visits of teacher preparation programs that include classroom observations and teacher candidate interviews to gauge the implementation of scientifically based reading instruction. Colorado has cited the inclusion of reading experts on their site visits as incredibly valuable to determining the depth of implementation of scientifically based reading instruction in teacher preparation programs. Institute consequences for non-compliance.

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